Chapter 11 Testing Differences

Chapter 11: Testing Differences

Page 1

• Introduces the topic of intelligence testing.

Page 2: Intelligence Quotient (IQ)

• Definition: IQ is a score from standardized tests designed to assess intelligence within specific age groups.

• IQ Ranges:

  • Below 70: Borderline intellectual functioning

  • 70 - 84: Below average

  • 85 - 115: Average

  • 116 - 130: Above average

  • 131+: Superior intelligence

  • 158+: Genius level

• Population Distribution:

  • 70% of people score average,

  • 25% are considered gifted,

  • Only 2% reach genius levels.

• Notable examples include Amadeus W. Mozart and chess champion Bobby Fisher.

Page 3: Francis Galton

• Galton was a pioneer in studying human intelligence, focusing on the hereditary aspects of intelligence.

• Proposed counting relatives of eminent individuals to explore the hereditary components of intelligence.

Page 4: Standardized Tests

• Definition: Standardized tests have items previously tested on similar populations to ensure reliability.

• Example: SAT tests are representative of the training population during specific administration dates.

Page 5: Role of Psychometricians

• They analyze test questions statistically to determine appropriate difficulty and relevance.

• Objective is to develop questions that are neither too difficult nor too easy.

Page 6: Standardization Explained

• Definition: Standardization ensures consistent scoring across different test instances.

• Example: If the same SAT is taken a year apart with similar abilities, scores should be comparable unless preparation alters outcomes.

Page 7: Split-Half Reliability

• Method: A test is divided into two parts, given simultaneously to one group.

• Analysis: Correlations between scores on both halves indicate reliability; high correlation implies equivalent-form reliability.

Page 8: Test-Retest Reliability

• Definition: Compares scores from one test administration to those from a subsequent session to evaluate reliability.

• SAT tests are commonly cited examples.

Page 9: Face Validity

• Definition: A superficial measure of validity focusing on how plausible the test appears.

• Example: Basing a doctor’s competence on appearance rather than experience or patient satisfaction.

Page 10: Content Validity

• Definition: Measures whether a test adequately represents the material it is supposed to measure.

• Better measures for doctor assessment include education, clinical history, and reputation.

Page 11: Criterion-Related Validity

• Concurrent Validity: Assesses current characteristics (e.g., a doctor's competence now).

• Predictive Validity: Evaluates potential future performance (e.g., future success as a doctor).

Page 12: Construct Validity

• Definition: Reflects whether a test measures what it claims to measure.

• Importance: Without it, conclusions from experiments can lead to inaccuracies.

Page 13: Aptitude vs. Achievement Tests

• Aptitude Tests: Predict future performance and assess innate capabilities.

• Achievement Tests: Measure current performance and specific competencies learned recently.

Page 14: Test Types

• Speed Tests: Emphasize the volume of questions answered correctly within a limited timeframe.

• Power Tests: Focus on the number of correct answers despite increasing difficulty.

• Classroom tests often combine both formats.

Page 15: Group vs. Individual Tests

• Group Tests: Administered to many people simultaneously with minimal interaction.

• Individual Tests: Involve greater examiner-examinee interaction for a detailed assessment.

Page 16: Defining Intelligence

• Intelligence: The capacity to gather and utilize information effectively.

• Fluid Intelligence: Ability to solve novel problems and learn new skills.

• Crystallized Intelligence: Application of knowledge accumulated over one's lifetime.

Page 17: Charles Spearman

• Developed the concept of General Intelligence (G Factor) through factor analysis, suggesting skills are interconnected.

Page 18: Factor Analysis

• Definition: A statistical approach used to explain variability among multiple correlated variables by identifying underlying factors.

• Example attributes: punctuality, hard work, positive attitude.

Page 19: Multiple Intelligences (Gardner)

• Various forms of intelligence include:

  • Interpersonal (People Smart)

  • Musical (Music Smart)

  • Intrapersonal (Self Smart)

  • Linguistic (Word Smart)

  • Logical-Mathematical (Logic Smart)

  • Bodily-Kinesthetic (Body Smart)

  • Naturalist (Nature Smart)

Page 20: Emotional Intelligence

• Daniel Goleman: Key proponent of Emotional Intelligence (EQ), paralleling Gardner’s interpersonal and intrapersonal intelligences.

Page 21: Types of Intelligence

• Analytic Intelligence: Mental steps used to solve problems.

• Creative Intelligence: Application of experience to foster insights.

• Practical Intelligence: Adapting and navigating everyday contexts effectively.

Page 22: Mental Age

• Pioneer work by Alfred Binet and Theodore Simon determined the idea of 'mental age,' which indicates knowledge level expected at a particular age, aimed to assist underperforming children.

Page 23: Intelligence Quotient (IQ) Calculation

• Developed by Lewis Terman: IQ is computed as

  IQ = (Mental Age / Chronological Age) * 100

Page 24: Wechsler IQ Test

• David Wechsler created the Wechsler scales, measuring both verbal and non-verbal skills.

• Average score is set at 100 with separate assessments for verbal comprehension, performance skills, and total scores.

Page 25: Deviation IQ

• Wechsler’s tests employ deviation IQ scores: Mean = 100, Standard Deviation = 15, scores are normally distributed.

Page 26: Cultural Bias in Intelligence Tests

• Intelligence tests may possess cultural biases regarding question familiarity among different social groups.

Page 27: Example of Cultural Bias

• A controversial test question where minority students answered based on their environment, highlighting potential bias in question phrasing.

Page 28: Nature vs. Nurture Debate

• Nature: Genetics dictate behavior and intelligence.

• Nurture: Learning and environmental factors shape behavior and intelligence.

Page 29: Interaction of Nature and Nurture

• Most psychologists agree that both heredity and environmental experiences are crucial, but debate continues regarding their relative contributions.

Page 30: IQ in Monozygotic Twins

• Monozygotic (identical) twins show similar IQ scores due to shared genetics and upbringing

• Heritability of IQ: Estimates range from 57% to 86% in adults.

Page 31: Flynn Effect

• Notable trend: IQ scores have been rising over the past century, known as the Flynn effect.

Page 32: Racial Differences in IQ

• Psychologists argue that differences among races in IQ stem from socioeconomic factors rather than genetic inheritance.

Page 33: Global IQ Rankings

• A table ranking countries by average IQ:

  1. Hong Kong and Singapore: 108

  2. South Korea: 106

  3. Japan and China: 105

  4. Taiwan: 104

  5. Italy: 102

  • Additional countries include Iceland, Mongolia, Switzerland, with scores around 100 to 102.

Page 34: Testing Differences Quiz

• Concludes with a quiz to assess understanding of the distinctions in testing differences.